Abstract
This correlational study focuses on the influence of teacher-perceived school climate on the self-efficacy of teachers working in a culturally foreign environment. Bandura’s Social Cognitive Theory guides the study. Teachers who work in private and public schools in Abu Dhabi participated in the study. Teachers were surveyed using the School Climate Index to collect information about their perceptions of their school climate and the Teacher Sense of Efficacy Scale was used to gather information about their self-efficacy. The study found that there is a positive correlation between the overall school climate and teachers’ self-efficacy as well as between three dimensions of school climate (collegial leadership, teacher professionalism, and community engagement) and teachers’ self-efficacy. The results also found that outcome of teachers’ self-efficacy, which is the dependent variable, can be predicted by the overall school climate. However, only collegial leadership and teacher professionalism were significant predictors for teacher self-efficacy in a multiple regression analysis. It can also be noted that despite being added to the predictive model, the impact of community engagement and academic press is not statistically significant. Implications of the study for enhancing self-efficacy among culturally foreign teachers are discussed.
Highlights
Teaching is a highly required profession, especially in an era of postmodernity and globalization when countries must compete internationally to offer the highest quality of education
It can be concluded that the outcome variable of teacher self-efficacy can be predicted by the dimensions of the School Climate Index” (SCI)
The present findings indicate that teacher professionalism significantly correlates with overall self-efficacy
Summary
Teaching is a highly required profession, especially in an era of postmodernity and globalization when countries must compete internationally to offer the highest quality of education. There is no doubt that teachers are the most crucial influencers on student learning. In this context, Adu et al (2012) found that there is a positive correlation between student achievement and teacher self-efficacy. “international schools in the Middle East, in the UAE, hire the highest percentage of Western teachers in the world” (Gaskell, 2016). There is a shortage of investigation exploring the “effect of school climate on the self-efficacy of culturally foreign teachers” (McKinnon et al, 2014). This research explored the association between culturally foreign teachers’ perceived school climate and their self-efficacy within the context of a conceptual framework
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